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La evidencia internacional ha documentado brechas de género en conocimientos financieros en múltiples países y grupos demográficos. Aunque la mayoría de los estudios analizan por qué las mujeres saben menos, estas brechas también podrían reflejar un comportamiento diferencial por género a la hora de proporcionar respuestas en encuestas. En aquellos casos en los que no existe certeza acerca de la respuesta correcta, los hombres podrían ser más propensos a elegir una respuesta mientras que las mujeres podrían optar por responder «No lo sé», lo que llevaría a mediciones imprecisas de la brecha de género en educación financiera. En este estudio evaluamos la efectividad de tres intervenciones aleatorias para reducir la frecuencia de respuestas «No lo sé» en una encuesta en línea administrada a 6.000 participantes. La encuesta estándar, nuestro grupo de control, incluye la posibilidad de responder «No lo sé». El primer tratamiento excluye esa opción de respuesta, el segundo ofrece incentivos por respuesta correcta y el tercero informa a los encuestados sobre la brecha de género existente en la elección de la respuesta «No lo sé». Todas las intervenciones son muy efectivas para reducir la probabilidad de responder «No lo sé». La información es más efectiva para las mujeres, mientras que los incentivos lo son para los hombres. En cuanto a las brechas de género, solo la provisión de información reduce significativamente la diferencia entre hombres y mujeres en la elección de la respuesta «No lo sé», así como la brecha de género en respuestas correctas., Gender gaps in financial literacy are pervasive and persistent. While most studies explore why women know less, these gaps might also reflect differential behavior in providing responses in surveys. Women might be more likely to be uncertain, or men might be more likely to choose an answer when uncertain, while women might tend to opt for “I do not know”, leading to imprecise measures of the gender gap in financial literacy. We test for the effectiveness of three interventions to reduce the frequency of “I do not know”, in a randomized control trial online survey administered to 6,000 participants. The standard survey, our control group, includes the possibility of answering “I do not know”. The three treatment arms exclude the “I do not know” answer, offer incentives for correct answers or inform survey takers of the existing gender gap in choosing “I do not know”. All interventions are very effective in reducing the frequency of “I do not know”. The information is most effective for women, while the incentives are most effective for men. As regards gender gaps, only the provision of information significantly reduces the gender gap in choosing “I do not know”, as well as the gender gap in financial literacy.

A large body of literature shows that first-generation immigrants born in developing countries experience a higher likelihood of being overeducated than natives (i.e. immigrant overeducation). However, evidence is remarkably scarce when it comes to the overeducation of second-generation immigrants. Using a matched employer-employee database for Belgium over the period 1999-2016 and generalized ordered logit regressions, we contribute to the literature with one of the first studies on the intergenerational nexus between overeducation and origin among tertiary-educated workers. We show that immigrant overeducation disappears across two generations when workers work full-time. However, immigrant overeducation is a persistent intergenerational phenomenon when workers work part-time. Our gender-interacted estimates endorse these findings for female and male immigrants., info:eu-repo/semantics/published

El objetivo de este trabajo es analizar si las diferencias existentes en el gasto por alumno no universitario de las distintas Comunidades Autónomas españolas son debidas a una mayor necesidad de financiación de determinadas regiones. Utilizaremos el análisis de componentes principales, junto al análisis cluster y el escalado multidimensional, para obtener un indicador que nos permita comparar la necesidad de gasto por grupos de regiones. De forma contraria a lo esperado, los resultados obtenidos muestran como las Comunidades Autónomas con mayor necesidad de gasto son las que actualmente presentan un menor gasto por alumno. De continuar esta tendencia, los resultados escolares y las rentas futuras de un alumno español podrían llegar a estar condicionados, todo lo demás constante, por su lugar de residencia., The aim of the present paper is to analyse if differences in non-university expenditure per student in Spanish regions are due to a higher need of resources for some of them. We have used principal component analysis, cluster analysis and multidimensional scaling to construct an indicator that allow us to compare the need of financial resources per groups of regions. Contrary to expectations, regions with higher need of resources show lower expenditure per pupil. This implies that if this trend continues, educational achievement and future income of a Spanish student could be closely bound with the geographic point of residence, all else equal., Depto. de Economía Aplicada, Pública y Política, Fac. de Ciencias Económicas y Empresariales, TRUE, pub

During the global economic crisis, unemployment rates increased dramatically across Europe, especially among the least educated population groups. The picture in Spain in 2012, with unemployment rates running at over 20% and youth employment close to 45%, was discouraging. In face of this situation, the Spanish autonomous government of Extremadura launched a programme specifically aimed at motivating unemployed individualswithout a school degree to return to education and earn the compulsory secondary education diploma. This paper applies a fuzzy regression discontinuity design to evaluate the impact of this conditional cash transfer programme using administrative data. The results show that the programme did not increase the likelihood of earning the lower secondary education diploma. This finding is a caveat emptor for governments considering similar policies, and remarks again the importance of testing innovations before generalization., Spanish Ministry of Economy and Competitiveness, Depto. de Economía Aplicada, Pública y Política, Fac. de Ciencias Económicas y Empresariales, TRUE, pub

info:eu-repo/semantics/published

Financial literacy is the level of financial knowledge, attitude and behavior that enables individuals to manage their income, expenses and assets in a way that does not cause financial problems both today and in the future. As individuals' financial literacy levels increase, unnecessary consumption and waste of resources will decrease and the efficiency of investments will increase. Increasing the level of financial literacy will ensure a more balanced formation of asset prices in financial markets and prevent the formation of price bubbles in the markets. Today, financial markets around the world are almost integrated, financial transactions have become possible quickly through portable electronic devices. In this environment, the difference in welfare between individuals and societies with financial literacy and individuals and societies without financial literacy has increased more than in any other period in history. In this study, it is aimed to measure the financial literacy level of the students of Hitit University Faculty of Economics and Administrative Sciences located in the province of Çorum. The data of the study were obtained from a questionnaire with the participation of 400 students studying in 5 different departments. By using the percentages of the correct answers given to the questions, success scores were created on the basis of departments. With the help of the T-test and ANOVA tests, the relationship between students' financial literacy and whether they use department, gender, class and credit card was determined. As a result of the study, it was determined that there are significant relationships between the departments and classes in which students study and their financial literacy, and no significant relationships were found between their credit card and internet banking usage and gender and financial literacy.

Financial literacy is the level of financial knowledge, attitude and behavior that enables individuals to manage their income, expenses and assets in a way that does not cause financial problems both today and in the future. As individuals' financial literacy levels increase, unnecessary consumption and waste of resources will decrease and the efficiency of investments will increase. Increasing the level of financial literacy will ensure a more balanced formation of asset prices in financial markets and prevent the formation of price bubbles in the markets. Today, financial markets around the world are almost integrated, financial transactions have become possible quickly through portable electronic devices. In this environment, the difference in welfare between individuals and societies with financial literacy and individuals and societies without financial literacy has increased more than in any other period in history. In this study, it is aimed to measure the financial literacy level of the students of Hitit University Faculty of Economics and Administrative Sciences located in the province of Çorum. The data of the study were obtained from a questionnaire with the participation of 400 students studying in 5 different departments. By using the percentages of the correct answers given to the questions, success scores were created on the basis of departments. With the help of the T-test and ANOVA tests, the relationship between students' financial literacy and whether they use department, gender, class and credit card was determined. As a result of the study, it was determined that there are significant relationships between the departments and classes in which students study and their financial literacy, and no significant relationships were found between their credit card and internet banking usage and gender and financial literacy.

Artículo de revista, The Survey of Financial Competences shows that men are better at answering financial literacy questions than women. This article documents the magnitude of the gender gap in this area, reviews the hypotheses that, according to the academic literature, might explain the gender gap and quantifies the contribution of each hypothesis in the case of Spain. The findings suggest that a significant gender gap in financial literacy remains when considering the differences between men and women in terms of their socio-demographic characteristics, numeracy and reading comprehension skills, attitudes as measured by interest in finance, specialisation in household tasks and risk preferences. However, the gender gaps are significantly smaller in regions with more egalitarian financial arrangements for custody and marriage, suggesting that social norms may be important in explaining these disparities. Finally, the article advises treating any measurement of financial competences that merely adds up the correct responses to financial literacy questions with caution. The use of alternative measures of financial competences changes the size of the gap usually observed.

Artículo de revista, La Encuesta de Competencias Financieras muestra que los hombres responden mejor que las mujeres a preguntas sobre conocimientos financieros. En este artículo se documenta la magnitud de las diferencias de género en este ámbito, se repasan las hipótesis que, según la literatura académica, podrían explicar la brecha de género y se cuantifica la contribución de cada hipótesis en el caso español. De los resultados se desprende que sigue existiendo una brecha de género notable en conocimientos financieros al considerar las diferencias entre hombres y mujeres en sus características sociodemográficas, habilidades numéricas o de comprensión lectora, y sus actitudes, medidas por el interés por las finanzas, la especialización de las tareas en el hogar y la aversión al riesgo. No obstante, las brechas de género son significativamente menores en las comunidades autónomas con regímenes económicos más igualitarios en términos de custodia y matrimonio, lo que sugiere que las normas sociales pueden ser importantes para explicar estas disparidades. Por último, el documento aporta una nota de cautela con respecto a la medición de las competencias financieras cuando se utiliza exclusivamente la suma de las respuestas correctas a las preguntas sobre conocimientos financieros. El uso de medidas alternativas de competencias financieras matiza el tamaño de la brecha habitualmente observada.

Despite the importance of analysing how an educational system works across regions, there is a lack of research benchmarking regions’ performance over time. The aim of this research is to measure total factor productivity changes (TFPC) in the primary education sector across 30 Mexican states over eight academic years from 2006–07 to 2013–14. To do this, we calculate the Hicks-Moorsteen total factor productivity index (HMTFP) using information on third-grade primary education students attending publicly funded schools. We also explore the main environmental factors behind these differences in productivity. Estimates for the analysed period show an average positive TFPC of 1.91%, driven by technological progress. We also find a significant positive effect on productivity when the policy party governing at the federal and the state levels coincide. The paper concludes by pointing out the need to use school-level data to monitor and evaluate the education systems as an indispensable element for delivering efficient and effective public administration services to citizens., Depto. de Economía Aplicada, Pública y Política, Fac. de Ciencias Económicas y Empresariales, TRUE, pub, Pagado por el autor

Publicado también como CEPR Discussion Paper n. 12632 e IZA Discussion Paper n. 11265, Este estudio analiza cómo un curso de 10 horas sobre finanzas personales desarrollado en la Educación Secundaria Obligatoria afecta al conocimiento financiero y a las decisiones de los estudiantes participantes, en un horizonte temporal de tres meses tras su finalización. Los contenidos del curso abarcan el diseño de presupuestos familiares, las relaciones con las entidades bancarias, los vehículos de ahorro, y las consecuencias futuras de decisiones de ahorro y de endeudamiento. Para obtener estimaciones fiables de su efecto, se asignó aleatoriamente el momento del curso académico 2014-2015 en el que alrededor de 3.000 estudiantes de 3.º de la ESO en 78 centros de Secundaria recibieron estas enseñanzas. Justo después del curso, los alumnos tratados obtuvieron calificaciones superiores a los controles en el 16 % de una desviación estándar, además de ser más propensos a involucrarse en asuntos financieros en el hogar y mostrar un mayor grado de paciencia en opciones hipotéticas de ahorro. En una prueba incentivada de ahorro realizada tres meses después de recibir el curso, los jóvenes tratados asignaron al consumo presente una cantidad inferior de recursos (para diferentes tipos de interés y plazos de vencimiento) que un grupo de estudiantes de control de 4.º de la ESO. Los resultados de mayor rendimiento en los exámenes y el mayor grado de elección de opciones pacientes en la prueba incentivada de ahorro entre los tratados son estadísticamente significativos en los estratos con estudiantes provenientes de un entorno socioeconómico menos favorecido, We study how a 10-hour course about personal finance delivered in compulsory secondary education affects a wide range of student’s outcomes over a three months horizon. The contents of the course covered budgeting, banking relationship and saving vehicles, but also awareness about future outcomes. To obtain reliable estimates, we conducted a randomized field experiment where 3,000 9th grade students coming from 78 Spanish high schools received financial education at different points of the academic year. Right after the course, performance in standardized tests of financial knowledge increased by 16% of one standard deviation, and treated youths were more likely to become involved in fi nancial matters at home and showed a higher degree of patience in hypothetical saving choices. An incentivized saving task conducted three months after delivering the course suggests that treated youths displayed more patient choices at various interest rates and maturities than a control group of 10th graders. The results of higher performance in financial test scores and the higher degree of patient choices in the incentivized saving task among the treated are statistically significant in strata with students with a relatively more disadvantaged background

Education is a means to equalize opportunities among individuals and to improve their welfare and future income. Nevertheless, there is limited literature assessing the degree of educational inequality in Colombia, and more so regarding public education. In this sense, this paper presents a comparative analysis of inequality of opportunity in academic achievement of two models of public education in Bogotá: traditional and concession. To do this, propensity score matching estimations are used on a dataset collected from a sample of students who took the Saber 11 test in 2012. The results indicate that concession schools exhibit a lower degree of inequality of opportunities compared with traditional public schools., La educación es una herramienta para nivelar oportunidades entre individuos, así como para mejorar su bienestar e ingresos futuros. En Colombia ha sido escasa la literatura que estudia la desigualdad de oportunidades en el ámbito educativo, y aún más limitada la literatura referente a la educación pública. En este sentido, este documento realiza un análisis comparativo sobre la desigualdad de oportunidades en los resultados de la prueba Saber 11 de 2012 entre dos modelos de educación pública en Bogotá: tradicional y por concesión. Se utilizó la técnica propensity score matching para escoger el grupo de estudiantes de colegios públicos tradicionales a comparar con los de colegios en concesión. Los resultados indican que los estudiantes de colegios concesionados presentan un menor grado de desigualdad de oportunidades en el logro educativo que los estudiantes de los colegios públicos tradicionales.

Education is a means to equalize opportunities among individuals and to improve their welfare and future income. Nevertheless, there is limited literature assessing the degree of educational inequality in Colombia, and more so regarding public education. In this sense, this paper presents a comparative analysis of inequality of opportunity in academic achievement of two models of public education in Bogotá: traditional and concession. To do this, propensity score matching estimations are used on a dataset collected from a sample of students who took the Saber 11 test in 2012. The results indicate that concession schools exhibit a lower degree of inequality of opportunities compared with traditional public schools., La educación es una herramienta para nivelar oportunidades entre individuos, así como para mejorar su bienestar e ingresos futuros. En Colombia ha sido escasa la literatura que estudia la desigualdad de oportunidades en el ámbito educativo, y aún más limitada la literatura referente a la educación pública. En este sentido, este documento realiza un análisis comparativo sobre la desigualdad de oportunidades en los resultados de la prueba Saber 11 de 2012 entre dos modelos de educación pública en Bogotá: tradicional y por concesión. Se utilizó la técnica propensity score matching para escoger el grupo de estudiantes de colegios públicos tradicionales a comparar con los de colegios en concesión. Los resultados indican que los estudiantes de colegios concesionados presentan un menor grado de desigualdad de oportunidades en el logro educativo que los estudiantes de los colegios públicos tradicionales.

During the last 15 years, the public school system in Bogotá, Colombia has maintained a concession system in which 25 schools are managed privately with exemptions to many of the rules required in the traditional schools. This study uses the propensity-matching technique to examine whether students in the privately-managed schools have better scores on the Saber 11° examinations taken upon completion of secondary school. The results for 251 schools indicates that students with comparable socioeconomic characteristics score considerably better on these tests in the privately-managed schools than in the traditional public schools. Thus, there is evidence that the privately-managed public schools are a cost-effective alternative to the traditional public school.

During the last 15 years, the public school system in Bogotá, Colombia has maintained a concession system in which 25 schools are managed privately with exemptions to many of the rules required in the traditional schools. This study uses the propensity-matching technique to examine whether students in the privately-managed schools have better scores on the Saber 11° examinations taken upon completion of secondary school. The results for 251 schools indicates that students with comparable socioeconomic characteristics score considerably better on these tests in the privately-managed schools than in the traditional public schools. Thus, there is evidence that the privately-managed public schools are a cost-effective alternative to the traditional public school.

During the last 15 years, the public school system in Bogotá, Colombia has maintained a concession system in which 25 schools are managed privately with exemptions to many of the rules required in the traditional schools -- This study uses the propensity score matching technique to examine whether students in the privately-managed schools have better scores on the Saber 11° examinations taken upon completion of secondary school -- The results for 251 schools indicates that students with comparable socioeconomic characteristics score considerably better on these tests in the privately-managed schools than in the traditional public schools -- Thus, there is evidence that the privately-managed public schools are a cost-effective alternative to the traditional public school, Luego de 15 años de ofrecer colegios operados por privados como una opción alternativa de educación pública en Bogotá, Colombia, actualmente se discute sobre la conveniencia de mantener este modelo de gestión -- Mediante el emparejamiento por puntaje de propensión, se estimó la diferencia en el efecto promedio de los resultados del Saber 11° al terminar en un colegio en concesión en 2013 -- En promedio, en una muestra de 251 colegios, un estudiante concesionado se ubicaría hasta 57 puestos mejor que su par de un colegio público tradicional -- Así, se evidencia que este modelo educativo influye positivamente sobre el logro académico, al tiempo que atenúa los efectos negativos de contextos socioeconómicos vulnerables

En el marco del Programa «Finanzas Para Todos», el Banco de España y la Comisión Nacional del Mercado de Valores coordinaron en 2013 un curso de Educación Financiera en 3.º de la ESO. Este curso fue impartido por los profesores de más de doscientos centros, y sus contenidos versaban sobre el ahorro y la planificación financiera, las relaciones bancarias y el consumo inteligente. Este trabajo examina si este curso aumentó las competencias financieras de un grupo de alumnos de 3.º de la ESO en veintidós centros de Madrid. Para ello, en primer lugar, se comparan las competencias fi nancieras de los alumnos que recibieron el curso con las de un grupo de estudiantes de 3.º de la ESO de dos centros que no impartieron la asignatura. En segundo lugar, se examina si los alumnos de 3.º de la ESO que cursaron la asignatura adquirieron mayores competencias financieras que los alumnos de 4.º de la ESO de esos mismos centros —que no la cursaron—. En ambos casos, el desempeño en pruebas de conocimiento financiero aumentó entre los alumnos a los que se impartió la asignatura en torno a un tercio de una desviación estándar. No obstante, el efecto varía entre centros y tipos de conocimiento, siendo mayor el efecto en el tema de relaciones bancarias y en los centros que aplicaron más intensivamente el temario. Finalmente, se comparan los conocimientos financieros de partida de los alumnos de los centros participantes con los de una muestra representativa de centros españoles para analizar la importancia de posibles sesgos de selección, We estimate the impact on objective measures of financial literacy of a 10-hour financial education program among 15-year-old students in compulsory secondary schooling. We use a matched sample of students and teachers in Madrid and two different estimation strategies. Firstly, we use reweighting estimators to compare the performance in a test of fi nancial knowledge of students in treatment and control schools. In another specification, we use school fixed-effect estimates of the effect of the course on changes in scores in tests of financial knowledge. The program increased treated students’ financial knowledge by between one-fourth and one-third of a standard deviation. We uncover heterogeneous effects, as students in private schools did not increase their knowledge much, possibly owing to a less intensive implementation of the program. Secondly, we analyze the bias that arises because the set of schools that participate in financial literacy programs is not random. Such selection bias is estimated as the pre-program performance in financial PISA of students in applicant schools relative to a nationally representative sample of schools. We then study whether estimators that condition on school and parental characteristics mitigate selection bias

We study Kelvin modes and translational zero modes excited along a quantized vortex and relativistic global string in superfluids and a relativistic field theory, respectively, by constructing the low-energy effective theory of these modes. We find that they become exact gapless Nambu–Goldstone modes only in a system with the infinite volume limit. On the other hand, in a system with finite volume, we find an imaginary massive gap causing tachyonic instability above some critical wavelength in the relativistic theory. We also find in the non-relativistic theory that Kelvin modes with wavelengths longer than some critical value propagate in the direction opposite to those with shorter length, contrary to conventional understanding. The number of Nambu–Goldstone modes also saturate the equality of the Nielsen–Chadha inequality for both relativistic and non-relativistic theories.

Discussion of how to ensure the efficient use of resources and maximize the contribution made to society by higher education institutions is growing in importance. In response, this research uses data Envelopment Analysis (Déa) to measure the technical efficiency of Academic Units in a Chilean university. A methodological framework was developed that was adapted to the availability of information and productive technologies by applying procedures that allow for the reduction of variables to an appropriate quantity to ensure the reliability of the DEA results and to ensure that the boundary conditions enable the objectives of the university as a whole to be addressed and not just those of the Academic Units. Courses of action are also proposed to improve efficiency. Subsequently, the results are compared with the academic evaluation mechanisms currently used by the university. The conclusions identify a discordance between the results and identify the modifications the university should make to its evaluation tools in order to improve their efficiency. These results are applicable to other Chilean and Latin American higher education institutions., La preocupación por el uso eficiente de los recursos y la maximización de la contribución a la sociedad, de parte de las instituciones de educación superior, está cada vez más presente en el debate nacional. Así, el objetivo de esta investigación se centra en la medición de la eficiencia tecnica de las Unidades Academicas de una Universidad chilena utilizando el metodo de Análisis Envolvente de Datos (DEA). Se establece un marco metodológico que se adapta a la disponibilidad de información y a la tecnología productiva de la institución, aplicando procedimientos que permiten la reducción de variables a una cantidad apropiada para que los resultados del DEA sean confiables, y condiciones de borde para atender a los objetivos supuestos para la Universidad y no sólo a los de sus Unidades. Además, se plantean cursos de acción para la mejora de la eficiencia. Luego, los resultados se contrastan con el instrumento de evaluación de actividad academica que en la actualidad posee la Universidad. Como conclusión se identifica discordancia entre ambos resultados, estableciendose las modificaciones que se debieran hacer por parte de la Universidad en sus instrumentos de evaluación hacia la mejora de la eficiencia, lo que es aplicable a otras instituciones de educación superior chilenas y latinoamericanas., A preocupação pelo uso eficiente dos recursos e a maximização da contribuição à sociedade, por parte das instituições de ensino superior, está cada vez mais presente no debate nacional. Assim, a finalidade desta pesquisa está centrada na medição da eficiência tecnica das unidades académicas de uma universidade chilena utilizando o metodo de análise envolvente de dados (DEA). Fica estabelecido um marco metodológico que se adapta à disponibilidade de informação e à tecnologia produtiva da instituição, aplicando procedimentos que permitem a redução de variáveis, ate uma quantidade apropriada, para que os resultados da DEA sejam confiáveis, e condições de contorno para atender os objetivos supostos para a universidade e não só aos das suas unidades. Alem disso, são propostos cursos de ação para a melhora da eficiência. Depois, os resultados são contrastados com o instrumento de avaliação de atividade acadêmica que a universidade tem atualmente. Como conclusão, e identificada a discordância entre ambos os resultados, estabelecendose as modificações que deveriam ser feitas por parte da universidade nos seus instrumentos de avaliação para a melhora da eficiência, o que e aplicável a outras instituições de ensino superior chilenas e latino-americanas.

This research analyzes existing Open Educational Resources residing in three digital repositories (DAR, CREA and Laboratorio MLearning) and a resources indexation system (TEMOA) used by three Mexican participants in the R and E project CUDI-CONACYT 2011. It seeks to detect the advantages of their use, the areas of opportunity they open up, to evaluate different communication processes intended to encourage their utilization in teaching and to describe successful strategies to increase the impact of their use. An exploratory qualitative and descriptive methodology was employed. Results indicate that strategies to ensure organization, information provision, anticipation and generalization are all used to increase the employment of OER. It is further indicated that audio-visual (in contrast to oral) communication methods facilitate the assimilation of information. This is a consequence of the fact that OER methods make new and complementary information available and facilitate its re-use. The research also identified the importance of integrating clear messaging and providing feedback on the content of OER, in order to encourage effective communication., El propósito de la presente investigación es analizar las aplicaciones educativas de los Recursos Educativos Abiertos existentes en tres repositorios digitales (DAR, CREA, Laboratorio MLearning) y un sistema de indexación de recursos (TEMOA) de las instituciones mexicanas participantes en el proyecto CUDI-CONACYT 2011, para detectar sus ventajas y áreas de oportunidad, así como valorar diversos procesos de comunicación para fomentar el uso de los recursos en los procesos de enseñanza, con el fin de describir estrategias exitosas para lograr un mayor impacto en su uso. La metodología fue exploratoria descriptiva, bajo el paradigma cualitativo. Los resultados indican que las estrategias de organización, de aportación de información y de anticipación, así como de generalización, son implementadas para potencializar el uso de los REA. También señalan que el método de comunicación audiovisual (frente al uso de la comunicación oral) facilita la asimilación de la información; esto como consecuencia del reuso, disponibilidad e información complementaria que ofrece el recurso. Asimismo, se detectó la importancia de integrar la claridad del mensaje y la retroalimentación en el contenido del REA para promover la comunicación eficaz., O propósito desta pesquisa é analisar as aplicações educativas dos recursos educativos abertos existentes em três repositórios digitais (DAR, CREA, Laboratório MLearning) e um sistema de indexação de recursos (TEMOA) das instituições mexicanas participantes no projeto CUDI-CONACYT 2011, para detectar as suas vantagens e áreas de oportunidade, bem como avaliar diversos processos de comunicação para fomentar o uso dos recursos nos processos de ensino, com a finalidade de descrever estratégias bem-sucedidas para atingir um maior impacto no seu uso. A metodologia foi exploratória descritiva, sob o paradigma qualitativo. Os resultados indicam que as estratégias de organização, de aporte de informação e de antecipação, bem como de generalização, são implementadas para potencializar o uso dos REA. Também indicam que o método de comunicação audiovisual (diante do uso da comunicação oral) facilita a assimilação da informação; isto como consequência da reutilização, disponibilidade e informação complementar que o método REA oferece. Igualmente, foi detectada a importância de integrar a clareza da mensagem e a retroalimentação no conteúdo do REA para promover a comunicação eficaz.

Estudios previos han demostrado que las empresas familiares son muy diferentes a las no familiares, puesto que su carácter familiar y la relación familia-empresa les imprime unos rasgos y una cultura propia que le suponen cualidades diferenciadoras. De igual forma, la identificación de una estructura financiera y una jerarquía financiera única en el caso de las empresas familiares nos conduce a plantear una investigación en torno a la existencia de una cultura financiera propia de las empresas familiares. Para ello, se ha llevado a cabo un análisis de corte transversal mediante una encuesta dirigida a una muestra representativa de 837 empresas. Los resultados confirman que el carácter de la empresa es un factor discriminante de la cultura financiera al presentar las empresas familiares un menor grado de cultura financiera que las empresas no familiares. De forma que las empresas familiares se apoyan en menor medida que las no familiares en la opinión de sus directores financieros para las decisiones gerenciales en el área de financiación, están menos informadas de las fuentes financieras alternativas a las tradicionales y la importancia que le conceden a la formación del departamento de administración y financiero es también menor.

Estudios previos han demostrado que las empresas familiares son muy diferentes a las no familiares, puesto que su carácter familiar y la relación familia-empresa les imprime unos rasgos y una cultura propia que le suponen cualidades diferenciadoras. De igual forma, la identificación de una estructura financiera y una jerarquía financiera única en el caso de las empresas familiares nos conduce a plantear una investigación en torno a la existencia de una cultura financiera propia de las empresas familiares. Para ello, se ha llevado a cabo un análisis de corte transversal mediante una encuesta dirigida a una muestra representativa de 837 empresas. Los resultados confirman que el carácter de la empresa es un factor discriminante de la cultura financiera al presentar las empresas familiares un menor grado de cultura financiera que las empresas no familiares. De forma que las empresas familiares se apoyan en menor medida que las no familiares en la opinión de sus directores financieros para las decisiones gerenciales en el área de financiación, están menos informadas de las fuentes financieras alternativas a las tradicionales y la importancia que le conceden a la formación del departamento de administración y financiero es también menor.

This paper examines whether selected stakeholder groups believe accounting should continue to be taught as an elective subject in its current form at New Zealand secondary schools or whether incorporating a financial literacy component would increase the subject’s relevance to students. A mixed method approach combining qualitative and quantitative research methods was used. An electronically administered survey was used to obtain the responses of secondary school accounting teachers, while additional insight in the form of semi-structured interviews was obtained from other stakeholders. Although respondents generally agreed that students benefited from accounting as an elective subject at secondary school, all agreed that the development of financial literacy skills was important. Difficulties in introducing a new core subject into an already overcrowded curriculum were acknowledged. However, this difficulty could be overcome by making modifications to the subject “Accounting”. As the most widespread, existing “finance” related subject, Accounting would be the most appropriate vehicle through which to teach financial literacy.

Dans cet article, nous présentons l’impact de la crise économique et financière sur l’enseignement supérieur dans divers pays européens. Si certains ont fait le choix de coupes massives dans ce secteur (Angleterre ,Etats Baltes…), d’autres (France, Allemagne) ont préféré le « sanctuariser» car il y est vu comme central pour la compétitivité, la croissance et l’employabilité, tout en menant des réformes institutionnelles parfois assez profondes. Bien entendu, les réponses des divers pays à la crise sont liées aux conditions socio-économiques propres à chacun, ainsi qu’à leur contexte institutionnel. Après avoir souligné les grandes divergences entre pays européens en termes de politiques menées, nous soulignons l’importance qu’il y a à les repositionner par rapport aux politiques européennes (stratégie de Lisbonne, déclaration de Bologne). Nous soulignerons tant la référence quasi constante au « modèle américain » comme but ultime que le caractère plutôt anglais des techniques de gouvernance préconisées pour tendre vers ce résultat. C’est pourquoi dans une dernière section présentons dans une perspective de plus long terme l’évolution du modèle anglais depuis les années 80. La compréhension de cette évolution permet en effet de mieux comprendre le sens des politiques menées ailleurs en Europe. En conclusion, nous chercherons à interpréter les évolutions en cours comme forme d’accélération des tendances lourdes existantes (en Europe), tandis que la référence au modèle anglais nous permettra de tenter quelques conjectures sur le point final éventuel de ces évolutions en Europe., info:eu-repo/semantics/published

This paper examines whether selected stakeholder groups believe accounting should continue to be taught as an elective subject in its current form at New Zealand secondary schools or whether incorporating a financial literacy component would increase the subject’s relevance to students. A mixed method approach combining qualitative and quantitative research methods was used. An electronically administered survey was used to obtain the responses of secondary school accounting teachers, while additional insight in the form of semi-structured interviews was obtained from other stakeholders. Although respondents generally agreed that students benefited from accounting as an elective subject at secondary school, all agreed that the development of financial literacy skills was important. Difficulties in introducing a new core subject into an already overcrowded curriculum were acknowledged. However, this difficulty could be overcome by making modifications to the subject “Accounting”. As the most widespread, existing “finance” related subject, Accounting would be the most appropriate vehicle through which to teach financial literacy.

Dans cet article, nous présentons l’impact de la crise économique et financière sur l’enseignement supérieur dans divers pays européens. Si certains ont fait le choix de coupes massives dans ce secteur (Angleterre ,Etats Baltes…), d’autres (France, Allemagne) ont préféré le « sanctuariser» car il y est vu comme central pour la compétitivité, la croissance et l’employabilité, tout en menant des réformes institutionnelles parfois assez profondes. Bien entendu, les réponses des divers pays à la crise sont liées aux conditions socio-économiques propres à chacun, ainsi qu’à leur contexte institutionnel. Après avoir souligné les grandes divergences entre pays européens en termes de politiques menées, nous soulignons l’importance qu’il y a à les repositionner par rapport aux politiques européennes (stratégie de Lisbonne, déclaration de Bologne). Nous soulignerons tant la référence quasi constante au « modèle américain » comme but ultime que le caractère plutôt anglais des techniques de gouvernance préconisées pour tendre vers ce résultat. C’est pourquoi dans une dernière section présentons dans une perspective de plus long terme l’évolution du modèle anglais depuis les années 80. La compréhension de cette évolution permet en effet de mieux comprendre le sens des politiques menées ailleurs en Europe. En conclusion, nous chercherons à interpréter les évolutions en cours comme forme d’accélération des tendances lourdes existantes (en Europe), tandis que la référence au modèle anglais nous permettra de tenter quelques conjectures sur le point final éventuel de ces évolutions en Europe., info:eu-repo/semantics/published

This paper examines whether selected stakeholder groups believe accounting should continue to be taught as an elective subject in its current form at New Zealand secondary schools or whether incorporating a financial literacy component would increase the subject’s relevance to students. A mixed method approach combining qualitative and quantitative research methods was used. An electronically administered survey was used to obtain the responses of secondary school accounting teachers, while additional insight in the form of semi-structured interviews was obtained from other stakeholders. Although respondents generally agreed that students benefited from accounting as an elective subject at secondary school, all agreed that the development of financial literacy skills was important. Difficulties in introducing a new core subject into an already overcrowded curriculum were acknowledged. However, this difficulty could be overcome by making modifications to the subject “Accounting”. As the most widespread, existing “finance” related subject, Accounting would be the most appropriate vehicle through which to teach financial literacy.

German universities are regarded as being under-financed, inefficient, and performing below average if compared to universities in other European countries and the US. Starting in the 1990s, several German federal states implemented reforms to improve this situation. An important part of these reforms has been the introduction of indicator-based funding systems. These financing systems aimed at increasing the competition between universities by making their public funds dependent on their relative performance concerning different output measures, such as the share of students obtaining a degree or the amount of third party funds. This paper evaluates whether the indicator-based funding created unintended incentives, i.e. whether the reform caused a grade inflation. Estimating mean as well as quantile treatment effects, we cannot support the hypothesis that increased competition between universities causes grade inflation., Im Vergleich zu Universitäten in anderen europäischen Ländern und in den USA werden deutsche Universitäten als unterfinanziert, ineffizient und - bezogen auf ihre Leistung - als unterdurchschnittlich betrachtet. Seit den 1990er Jahren werden in Deutschland Reformen zur Verbesserung dieser Situation durchgeführt. Ein wichtiger Teil dieser Reformen war die Einführung indikatorenbasierter Finanzierungsmodelle. Diese Finanzierungsysteme sollten den Wettbewerb zwischen den Universitäten fördern, indem Teile der öffentlichen Mittel in Abhängigkeit von Leistungsindikatoren, wie beispielsweise der Anteil der Absolventen oder der Höhe der Drittmittel, verteilt wurden. Dieses Papier untersucht, ob die indikatorbasierte Mittelverteilung unbeabsichtigte Anreize geschaffen hat, d.h. ob die Reform zu einer Noteninflation geführt hat. Anhand von geschätzten Mittelwerts- und Quantils-Treatmenteffekten können wir die Hypothese, dass mehr Wettbewerb zwischen den Hochschulen Noteninflation verursacht, nicht unterstützen.

Het begrip productiviteit speelt tegenwoordig een belangrijke rol in het onderwijs. Scholen willen met bestaande middelen meer bereiken voor hun organisatie en hun leerlingen. Daarnaast speelt ook het voorspelde lerarentekort mee. Met minder docenten moeten toch goede prestaties geleverd worden. Een van de mogelijke oplossingen om de productiviteit te vergroten is het toepassen van innovaties. De vraag is wel of innovaties daadwerkelijk bijdragen aan productiviteitsverbetering. Het is voor scholen en de overheid daarom belangrijk om inzicht te hebben in de relatie tussen innovaties en de productiviteit van een school.

This paper sets out a new budget allocation formula for schools, designed to achieve a more equitable distribution of educational achievement. In addition to needs-based elements, the suggested composite allocation formula includes an improvement component, whereby schools receive budgetary allocations based on a new incentive measure developed in this paper (Improvement in the Educational Achievement Distribution, or IEAD). The development of the budget allocation formula is demonstrated utilizing Israeli data. Large scale, nationwide data sets relating students' academic achievement to student background variables, teacher profiles and school characteristics, were analyzed to identify appropriate needs-based formula components and to estimate their weights. The results are compared with the funding formulas currently used in Israel.

OnderzoeksrapportenArchiefTechniek, Bestuur en Management> Over faculteit> Afdelingen> Innovation Systems> IPSE> Onderzoek> Publicaties> Onderzoeksrapporten> Handleiding benchmark VO Handleiding benchmark VO 25 november 2008 door IPSE Studies Door J.L.T. Blank. Handleiding voor het lezen van de individuele benchmarks voor scholen. Dit is een uitvloeisel van de onderzoeksopdracht van de VO-raad naar bureaucratie in het voortgezet onderwijs. In de individuele schoolrapportages staan verschillende kengetallen van een school afgezet tegen die van andere scholen. Kengetallen hebben betrekking op kosten, prestaties, bureaucratie en doelmatigheid.

Assessing the importance of borrowing constraints for college entry is key for education policy analysis in the U.S. economy. I present a computable dynamic general equilibrium model with overlapping generations and incomplete markets that allows me to measure the fraction of households constrained in their college entry decision. College education is financed by family transfers and public subsidies, where transfers are generated through altruism on part of the parents. Parents face a trade-off between making transfers to their children and own savings. Ceteris paribus, parents who expect lower future earnings transfer less and save more. Data from the 1986 Survey of Consumer Finances give support to this mechanism. I show that this trade-off leads to substantially higher estimates of the fraction of constrained households compared to the results in the empirical literature (18 instead of 8 percent). The model also predicts that an increment in parents’ earnings uncertainty decreases their willingness to provide transfers. In combination with rising returns to education, which makes college going more attractive, this boosts the number of constrained youths and explains why family income has become more important for college access over the last decades in the U.S. economy.

Assessing the importance of borrowing constraints for college entry is key for education policy analysis in the U.S. economy. I present a computable dynamic general equilibrium model with overlapping generations and incomplete markets that allows me to measure the fraction of households constrained in their college entry decision. College education is financed by family transfers and public subsidies, where transfers are generated through altruism on part of the parents. Parents face a trade-off between making transfers to their children and own savings. Ceteris paribus, parents who expect lower future earnings transfer less and save more. Data from the 1986 Survey of Consumer Finances give support to this mechanism. I show that this trade-off leads to substantially higher estimates of the fraction of constrained households compared to the results in the empirical literature (18 instead of 8 percent). The model also predicts that an increment in parents’ earnings uncertainty decreases their willingness to provide transfers. In combination with rising returns to education, which makes college going more attractive, this boosts the number of constrained youths and explains why family income has become more important for college access over the last decades in the U.S. economy.

Die Bundesregierung wird voraussichtlich noch im Laufe der nächsten Wochen den Gesetzesentwurf für eine Ausbildungsabgabe in den Bundestag einbringen. Vor einer solchen Abgabe warnen Dieter Philipp, Zentralverband des Deutschen Handwerks, und Michael Knipper, Hauptverband der Deutschen Bauindustrie. Prof. Dr. Dorothea Alewell, Universität Jena, sowie Prof. Dr. Bernhard Nagel und Roman Jaich, Universität Kassel, entwickeln alternative Lösungen. Prof. Dr. Gerhard Bosch, Institut Arbeit und Technik im Wissenschaftszentrum Nordrhein-Westfalen, schlägt eine Orientierung an den europäischen Nachbarstaaten vor.